to assess the policy of freee primary education and …
TRANSCRIPT
TO ASSESS THE POLICY OF FREEE PRIMARY EDUCATION AND
PUPILS ACADEMIC PERFORMANCE. ·A CASE STUDY OF
KAPKUGERWET SUB LOCATION,
KERICHO DISTRICT
KENYA
BY
ZIPPORA MUTIND.A MUIA
BED/ 18327 / 17 /DF
A RESEARCH REPORT SUBMITTED TO INSTITUTE OF OPEN
AND DISTANCE LEARNING IN PARTIAL FULFILLMENT
OF REQUIREMENT FOR THE BACHELORS DEGREE IN
EARLY CHILDHOOD OF KAMPALA
INTERNATIONAL
UNIVERSITY
DECEMBER 2009
1
DECLARATION
I Zippora Mutindi Muia, hereby declare that this research report is my personal
work and that it has not been prior submitted in any university for the award
of a degree or any other related award.
Signature:
. . t«'FX-.5?'.~ b. ......... . ZIPPORA MUTINDI MUIA
BED/ 18327 /71/DF
Date:
.. I :f?}. t~}. !?.P. ~9 ....
APPROVAL
This is my Research Report has been submitted for examination with my
approva l as University Supervisor.
Signature:
Mrs. TALIGOOLA DEBORAH
SUPERVISOR
Date:
11
DEDICATION
This book is dedicated to my husband Mr. Sigira Koech, my daughter Caroline,
Chepngeno, my son Nicholas Kipkorir and my sincere friends Mrs. Dinah John
and Mrs. Lucy Ngeny.
Ill
ACKNOWLEDGEMENTS
My sincere gratitude goes to my supervisor Mrs. Taligoola Deborah for
her devotion to guide and correct me that finally give rise to this
dissertation.
A vote of thanks goes to my respondents for their prompt and frank
responses. I would like to appreciate the staff of St. Patricks primary
school, Holy Trinity, Academy and Kericho primary school not forgetting
the ECD cluster teachers and community leaders and the divisional
education office for their cooperation and provision of information and
data.
I further appreciate the work of the lectures of the Institute of open and
distance learning of Kampala International University for their guidance
throughout my stay in University.
I am grateful to my course mates especially the class coordinator Mr.
Joseph Ndambuki, Mr. Antony Mulwa our group chairman and Mrs.
Dorcas Chumo for their cooperation and Unity that contributed to my
peaceful stay in the University for three years.
Finally, I would like to thank all the secretaries for printing this work
may God keep you and bless you.
IV
TABLE OF CONTENTS
DECLARATION ................................................................................................. i
APPROVAL ...................................................................................................... ii
DEDICATION ................................................................................................. iii
ACKNOWLEDGEMENTS ................................................................................. iv
TABLE OF CONTENTS .................................................................................... v
LIST OF TABLES .......................................................................................... viii
LIST OF ACRONYMS ...................................................................................... ix
ABSTRACT ...................................................................................................... x
CHAPTER ONE ............................................................................................... 1
INTRODUCTION ............................................................................................. 1
1. 1 Background .............................................................................................. 1
1.2 Statement of the problem .......................................................................... 4
1.3 Objectives of the study .............................................................................. 5
1.3.1 General Objective ................................................................................... 5
1.3.2 Specific Objectives .................................................................................. 5
1.3.3 Research questions ............................................................................ 5
1.4 Scope of the study ..................................................................................... 6
1. 5 Significance of the study ........................................................................... 6
1.6 Definition of operational terms .................................................................. 7
CHAPTER TWO .............................................................................................. 8
LITERATURE REVIEW ................................................................................... 8
CHAPTER THREE ........................................................................................ 16
METHODOLOGY .......................................................................................... 16
3.0 Introduction ............................................................................................ 16
3.1 Research design ...................................................................................... 16
3.2 Area and population of the study ............................................................ 16
V
3.3 Sample procedure ................................................................................... 16
3.4 Methods of data collection ....................................................................... 17
3.4.1 Instruments .................................................................................. 17
3.4.2 Sources of data .................................................................................... 17
3.5 Data Processing ...................................................................................... 18
3.6 Data Analysis .......................................................................................... 18
CHAPTER FOUR ..................................................................................... 20
DATA PRESENTATION, ANALYSIS AND INTERPRETATION ...................... 20
4.0 Introduction ............................................................................................ 20
4.1 Demographic Characteristics of respondents ........................................... 20
4.1. lAge ........................................................................................................ 20
4.1.2 Marital Status ..................................................................................... 21
4. l.3Sex of the respondents .......................................................................... 21
4.1.4 Educational status ............................................................................... 22
4.2 The achievements of FPE ......................................................................... 23
4.2.1 Increased enrollment ............................................................................ 23
4.2.2 Reduced illiteracy ................................................................................. 24
4.2.3 More Teachers recruited ....................................................................... 24
4.2.4 Education affordability ......................................................................... 25
4.3 Challenges of FPE ................................................................................... 25
4.3.1 Congestion ........................................................................................... 26
4.3.2 Decline in education quality ................................................................. 27
4.3.3 Poor teacher-pupil-ratio ........................................................................ 27
4.3.4 Poor teacher salaries ............................................................................ 28
4.3.5 Decline in performance ......................................................................... 28
4.3.6 No learning equipment ......................................................................... 29
4.3.7 Abuse of pupils .................................................................................... 29
4.4 Solutions to the dilemmas of FPE in Kapkugerwet sub location, Kericho
district .................................................................................................... 30
4 .4 .1 Training more teachers ......................................................................... 30
Vl
4.4.2 Curb abuse .......................................................................................... 31
4.4.3 Setup more schools .............................................................................. 31
4.4.4 Improve on quality of education ............................................................ 31
4.4.5 Reduce on the intake of Pupils ............................................................. 32
4.4.6 Increase teachers salaries ..................................................................... 32
CHAPTER FIVE ....................................................................................................................... 33
SUMMARY OF THE MAJOR FINDINGS, CONCLUSIONS ....................................... 33
AND RECOMMENDATIONS ................................................................................................ 33
5.0 Introduction ............................................................................................ 33
5.1 Summary of the study ............................................................................. 33
5.2 Conclusions ............................................................................................ 34
5.3 Recommendations ................................................................................... 35
5.4 Areas for further research ....................................................................... 38
REFERENCES ......................................................................................... 39
APPENDICES .......................................................................................... 41
APPENDIX I: QUESTIONNAIRE ..................................................................... 41
Vll
LIST OF TABLES
Table 1: Age distribution of respondent .......................................................................... 20
Table 2: Marital status .......................................................................................................... 21
Table 3: Sex of the respondents ......................................................................................... 22
Table 4: Educational level of the respondents ............................................................. 22
Table 5: The achievements of FPE ................................................................................... 23
Table 6: Dilemmas of FPE in Kapkugerwet sub location, Kericho district .......... 26
Table 7: Solutions to the dilemmas of FPE in Kapkugerwet sub location,
Kericho district ......................................................................................................................... 30
Vlll
MDGS
HIV
AIDS
TEPRC
NRM
KPPAP
KCPE
FPE
EPRC
NARC
ESIP
UNMS
PTA
LIST OF ACRONYMS
Millennium Development Goal
Human Immune Virus
Human Immune Deficiency Syndrome
The Education Policy Review Commission
National Resistance Movement
Kenyan Participatory Poverty Assessment Program
Kenya Certificate of Primary Education
Free Primary Education
Education Policy Review Commission
National Alliance for Rainbow Coalition
Education Strategies Investment Plan
United Nations Millennium Summit
Parent Teacher Association
IX
ABSTRACT
The ma1or objective was to the assessment the policy of FPE and pupils
performance in Kapkugerwet sub location. The study was conducted in Kericho -
district. Children, community members, teachers, and political leaders were
involved in the study. A total of 60 (sixty) participants, 15 children, 10 political
leaders, 20teachers, and 15 community members were involved in the study.
The study used both qualitative and quantitative data collection methods.
Findings show that it was noted that there was a very high level of illiteracy in
the district and many of the people were uneducated. This was even cited in the
education of the respondents in the sample size which raveled that a large
number of the respondents did not go to school. It was reported that illiteracy
was reduced with over 18.3% in Kapkugerwet sub location, Kericho district.
Many of the people nowadays have access to school and at least they know how
to read and write and also do something for themselves in terms of businesses
because they can put in practice many of the class work. Recommendation were
also made.
X
CHAPTER ONE
INTRODUCTION
1.1 Background
Since the achievement of independence in 1963, the government and the
people of Kenya have been committed to expanding the education system to
enable greater participation. This has been in response to a number of
concerns. Among the main concerns have been the desire to combat ignorance,
disease and poverty; and the belief that every Kenyan child has the right of
access to basic welfare provisions, including education, and that the
government has the obligation to provide its citizens with the opportunity to
take part fully in the socio-economic and political development of the country
and to attain a decent standard of living. Education has also been seen as a
fundamental factor for human capital development. The effort to expand
educational opportunities has been reflected in the various policy documents
and development plans.
The Kenya government policy to achieve Universal Primary Education (UPE)
has to be seen within developments in the wider international context. The
Universal Declaration of Human Rights, adopted in 1948, declared that
"everyone has a right to education." The World Conference on Education for All
(EFA), held in Jomtien, Thailand in 1990, sparked off a new impetus towards
basic education especially with its so-called vision and renewed commitment. It
noted, "that to serve the basic needs for all, requires more than a
recommitment to basic education as now exists. What is needed is an
~xpanded vision that surpasses resource levels, institutional structures,
:urricula and conventional delivery systems, while building on the best in the
Jractices."
~he Amman Mid-Decade Review of Education for All (1996) reaffirmed the
:ommitment to the Jomtien resolutions. It observed that the provision of basic
education, especially for girls, has remained elusive in many less industrialized
countries. This was said to be particularly so in Africa, where ethnic tensions
and conflicts have displaced many households, thus denying children
opportunities of going to school. The Dakar Conference of 2000 reviewed
developments in achieving UPE in the African continent. It set as one of the
EFA goals "Eliminating gender disparities in primary and secondary education
by 2005, and achieving gender equality in education by 2015" This was further
endorsed by the so-called Millennium Development Goals (MDG). Among other
things they set targets "to ensure that, by 2015, children everywhere, boys and
girls alike, will be able to complete a full course of primary schooling."3
Within this broad policy framework, since independence in 1963, the
expansion of learning institutions has been one of the greatest achievements in
the education sector. Kenya has achieved an impressive increase in adult
literacy. The achievements in literacy have reflected the country's impressive
progress in expanding access to education during the last four decades largely
by establishing a comprehensive network of schools throughout the country.
The substantial expansion of education has generally resulted in an increased
participation by groups that previously had little or no access to schooling.
Enrolment of a greater percentage of girls and indeed the attainment of
Universal Primary Education (UPE) has been the long-term objective in the
primary education sub-sector.
In this short paper an attempt is made to analyse the free primary education
interventions of the 1970s and that of the year 2003, focusing on key logistical
issues of implementation. The policy sounds commendable as a means of
cushioning children from poor socio-economic backgrounds from failing to
participate in education or dropping out of school, as well as being
determinative of efforts to achieve UPE and EFA. However, it is argued that the
numerous problems that have bedevilled the implementation of the
interventions, and the fact that the cost of it is beyond the current education
2
budget allocation, casts very serious doubts on the viability of the current FPE
experiment. This is all the more so as a similar experiment in the 1970s seems
to have achieved very little in terms of expanding educational opportunities for
the marginalized groups.
The Free Primary Education Declaration of the l 970s
In the 1963 elections, when the Kenya African National Union (KANU) became
the ruling party, it published a manifesto entitled, What a KANU Government
offers you. This manifesto committed the party to offering a minimum of seven
years of free primary education. In the 1969 election manifesto the party again
re-echoed its commitment to providing seven years of free primary education. It
was emphasized that it was the KANU Government's guiding principle to give
priority in educational programmes to areas which were neglected during the
colonial rule so that every Kenyan could share fully both in the process of
nation building and in enjoying the fruits of government labour. In the more
sparsely populated areas, the government pledged to continue its programme of
building primary and secondary schools so that every child in those districts
which had a low-average enrolment would get an opportunity to attend school.
The government fees remission programme was to be continued in favour of
these areas. In 1971, a presidential decree abolished tuition fees for the
districts with unfavourable geographical conditions since these were said to
make the populations in these areas poor.
Education in Kenya has been based on an 8-4-4 system since the late 1980s,
with eight years of primary education followed by four years of secondary
school and four years of college or university. In addition to this there is a large
private school sector, which caters for the middle to upper classes and
generally follow the British O-level and A-level system after primary school.
3
Out of all children in Kenya about 85 percent of children attend pnmary
school, 24 percent of children attend secondary school, and 2 percent attend
higher institutions.
There are three categories of primary school: Day Primaries, which make up
the majority of schools; Boarding schools, divided into low, medium and high
cost; and Arid Zone primary schools.
Primary education in government schools became free and compulsory in
January, 2003. The harambee system plays a significant role in the provision
of Kenya's Primary education system. (In Swahili, harambee literally means
"pulling together".) The harambee system accounts for approximately 75
percent of schools in Kenya. Kenya Certificate of Primary Education exams are
undertaken at the end of primary education.
1.2 Statement of the problem
FPE is facing challenges and questions in Kapkugwerwer sub location, Kericho
district as many argue that FPE has worsened the situation and education
system in the area. Unlike before where people used to meet fees for their
children in primary education. Now days it has changed meaning and
argument because the new government has brought education to the reach of
all children within the school going age, that is 3 - 14 years so that all can
access education at a free cost. All these questions arise due to changes made
by the heads of schools in the "name" of health fees, feeding fees, holiday fees
and others. These kind of fees added or introduced by the heads of schools
have changed the perspectives of FPE as other argue that the government
would rather let them pay all the dues than deceiving them that it is meeting
:1.ll costs of education in primary level. In the same instance, there are those
4
who argue that FPE is wasting time in a way that the pupils are becoming dull
than they would be if their tuition are being met by parents.
The policies of FPE implementation to some parents seem not to be clear as
others think. It is the decision of their children whether to go to school or not,
but not force since they contribute nothing to the fees. All these factors, when
coupled together and added to those who have positive view of the FPE, give us
the real perspective of what the FPE is on the side of the government who are
the implementers and the parents / pupils who are the beneficiaries. It's
against this background that there is argent need to carry this research.
1.3 Objectives of the study
1.3.1 General Objective
To assess the progress of the policy of Free Primary Education in Kapkugerwet
sub location, Kericho district.
1.3.2 Specific Objectives
The following objectives guided the study;
(1) To investigate the performance of school which have implemented free
primary education in Kapkugerwet sub location.
(2) To establish social-economic benefit of Free Primary Education
(3) To make policy recommendations for the promotion of Free Primary
Education.
1.3.3 Research questions
1. How are the schools which have implemented free pnmary schools
performing?
2. What have been the socio-economic benefits of free primary?
5
3. What do you think the people m your area can do to promote free
education?
1.4 Scope of the study The study covered Kapkugerwet sub location, Kericho district of Kenya. It's
intended to cover the perspective of FPE dilemmas, factors contributing to poor
performance of the program, and the mitigation measures of solving the
problems. The study also intends to cover a population of 4430 people who will
be reached by use of samples from the mother population.
1. 5 Significance of the study The study helped researcher to recommend on appropriate strategies of
promoting FPE. This work research will help other researchers who are
interested in this area of study to carry out further research on the aspect not
covered by the principle researchers. This research will however help policy
makers come up with appropriate policies of solving problems resulting from
poor performance of FPE dilemmas
The local community in particular may use the findings of the study to
enhance their role and involvement in the FPE as the study will highlight all
contemporary issues with regards to constitutional right of education to all
Kenyan citizens. The research findings will boost the documented literature
resource of Kampala International University.
Having undertaken the study, the researcher will build good experience and
attain deeper insight of not only research but also public issues in relation to
FPE.
6
1.6 Definition of operational terms
School An institution of gathering from which pupils seek and
pay for knowledge
Teacher
Primary
Education
Free education
A person who imparts formal knowledge in the
students
Is an elementary level of education
Is the act of acquiring formal knowledge
A service rendered free of cost by the government to its
young citizens
7
CHAPTER TWO
LITERATURE REVIEW Introduction This chapter includes looking through earlier research documents, books,
journals and papers on related literature with an aim of identifying a problem
of concern eventual number of duplication of early research work is done.
Apart from going through other related research work. It also involved critically
going through other sources or material that is related with the research topic.
Origin of Free education In September 2000, at the United Nations Millennium Summit (UNMS), World
leaders agreed to a set of time bound that and measurable goals and targets for
combating poverty, longer, diseases, illiteracy, environmental degradation and
discrimination against women placed at the heart of the global agenda, they c
to be called Millennium Development Goals (MDGs). The second on the list of
the MDGs is achieving Free Primary Education (FPE) by the year 2015.
According to the United Nations fact sheet on implementation of millennium
declaration, 113 million school going children do not attend school. The target
for this target focuses on access; questions of quality can not be ignored. The
quality of Primary Education lies in part on the quality of teachers prepared to
provide education to the millions of children targeted by the MDG. Any
discussion about the quality of the institution preparing these teachers, it is
hoped that a closer look at geographically and economically different regions.
Free education in Africa At the time of their independence, African countries inherited systems of
education which were inadequate to meet their needs for self -governance and
rapid economic growth. From this disadvantaged starting point, Africa was
achieved a remarkable progress in the development of their education with also
a lot of challenges. The impressive nature of this progress is particularly
reflected in the quantitative expansion registered since 1960s. Between 1960
8
and 1983, the number of students enrolled in African institutions at all levels
quintupled to 63 million students. Enrolment increased to about 9% annually
between 1970 and 1980, double the rate of Asia and triple that in Latin
America.
The expansion of primary school enrolments in Africa, particularly during the
1960s and 1970s may have been unparalleled at any time or place in history.
Despite this impressive record, able to escape crisis now afflicting the
continent. Many African counties have however reacted to this crisis by
adopting the Millennium Development Goal Policy of free education. Free
primary Education (FPE) was started with by many countries like Nigeria,
Kenya, Tanzania, Kenya, and Ghana among others in order to curb the crisis.
Free Education in Kenya
In Kenya, free education was first introduced by the late president, Mzee Jomo
Kenyatta in 1974 before collapsing in 1982. The economic crisis that prevailed
in the country between 1980 and 1984 contributed greatly to the collapsing of
free education. Also the government idea to review the education system from
7-4-2-3 to the current 8.4.4 contributed to the collapse due to financial
implications. The political disparity of Kenyatta government and the Moi
government affected negatively the allocation of education fund. Parents were
supposed to pay some money, buy school uniform and feed their children while
the government paid teachers at all levels except the pre- school. However free
primary resurfaced when NARK government under His Excellent Mwai Kibaki
took over power in 2003.primary school children are now learning free of
charge. They are provided with all instructional materials, learning aids and
teachers. Thus this is an indication of goverenmentls awareness of the
importance of learning resources. Secondary school students have also been
considered to be paying small percentage of fees since His Excellent Mwai
Kibaki was selected for the second term of service as the president of the
republic of Kenya. This has not been extended to the nursery schools where
9
parents have the burden of feeding their children, clothing, paymg teachers,
buying instructional materials and building schools.
Achievement of FPE
Increased Access
Enrollment figure after the launching of FPE shot up from nearly 2.5 million in
2002 nearly 6.8 million in 2003 (Ministry of Education b: 1). This increase was
mainly for two reason, the backlog of school were now able to do so while more
of the children would have attained the school age but would not have afforded
education prior to FPE were not able to join school. In 2003, there were over
659,543 pupils in general from different classes ranging from standard 1 - 7
both girls and boys. (Ministry of Education 2001 b: 3). the policy also has a
specific focus on the education of girls, disabled and the orphans. There has
been therefore an increase of enrollment of girls from39% in 1970 to 49% by
2002.
To facilitate easy access to schools, the ministry of education has also
embarked on building of more secondary school for example by the end of
2002, a total of 6,321 had been completed (an additional 2,321 classrooms in
one year) (Ministry of Education and 2002 C: 3). It is therefore clears that FPE
has helped improve access to education as seen by the increase in enrollment
and the increase in the number of class rooms that has been put up.
More Teachers Trained An increase in the number of children in school invariably implies an increase
in the need for teacher. To deal with this and as part of the wider reform under
the primary education teacher development, there have been deliberate efforts
to restructure primary education and to increase the number of teacher's
trained/retained/upgraded. As a result, between 1995 and 1999, (7,800 in
service teachers have been trained or upgraded. In addition, another 2,118
were expected to complete their training (ministry of Education 1999: 12), so
10
while the number of teachers has grown, the number is still too low compared
to the massive number of children in schools now.
Affordability
The government indicated that the current official tuition fee fall far short of
the actual cost of education in schools. Consequently government's assumption
of responsibility for such fees would not make impact on the parent's real
financial burden in the cost sharing process.
That is why government has computed a realistic consolidated school fees
package to embrace all the essential education expenses (including PTA
charges), to be administered uniformly in all schools, urban and rural
(governmental white paper on education 1992:84 (i) ). The intension of the
government is that free primary education should systematically and gradually
end towards, and ensure the achievement of full and genuine Free Primary
Education (FPE). Therefore, free education by the abolition of tuition fees, by
children of the relevant age. Government therefore decides on a strategy that is
manageable and likely to be carried through the full circle once it is started.
Increase in number of primary schools
Because of FPE, primary school education has continued to expand since its
introduction. For example Kenya had 10,500 primary schools (ministry of
education and sports 1995:5). But by 2001, these number had grown to
12,280 primary schools (ministry of education 2001 a: 3). This effort however
was in both the contribution by the government a policy maker and
introducer/implementer of FPE and non-governmental organization of 12.280
primary schools in Kenya with FPE service to the pupils (ministry of education
and sports 2001 a:3)
I I
Challenges of Free Primary Education
Lack of Infrastructures
The massive increase in pupil's number immediately created of classroom
space. Although the ministry has embarked on a drive to build more schools
and provide institutional materials, this is still far inadequate as the ministry
acknowledges "the increase in the number of schools has kept pace with the
increase in the number of students" (Ministry of Education and Sports
1999: 11). There are high numbers of pupils in primary school because of
classrooms since the number of students who enrolled for FPE. In many areas
of Kenya, there are still those pupils who sit under trees to access education
especially in the slums of Kenya (August 2002).
Poor Quality education
This is one area that is of concern to many in the country. Their fear is that
perhaps the massive number in schools without commensurate expansion in
facilities, teachers and teaching/learning materials may have compromised the
quality of education. Although no thorough studies have been carried out, the
ministry of education and sports itself voices this concern when in its report
say, "the quality of teaching has probably been affected by the adverse pupil -
teacher ratio after the introduction of FPE" (Ministry of Education 1999: 12) this
kind of system has greatly lowered the quality of education because the
teachers attendance to pupils is minimal and still needed to deal with the kind
of situation in the quality of education in Kenya.
Low salaries to teachers
Prior to the introduction of FPE, most schools charged additional fees through
the parents' teachers association (PTA). Some of this money was used to
supplement teachers' salaries. This is no longer the practice and so teachers
must rely on the extremely low salaries. This seems to have affected the morale
of the teachers. The fear therefore is that FPE may have indeed comprised the
12
quality of education in the country and this issue certainly requires further
explanation but is not the focus of this paper. With such situation the teachers
have been greatly demoralized to the extent that they hardly attend to students
effectively and this therefore fails them to attend to other duties which can help
them rise money to supplement on their low salaries (August 2004).
Poor pupils' Performance
Because of high population in primary schools due to FPE, it has become hard
for pupils to join post primary education. In 2005 for instance 360,000
children sat the primary learning examination and of these 250,000 for
instance for post primary education. However, only 150,000 children were
admitted into the 734 government aided secondary schools and 29 technical
and farm rural schools. 100,000 children were therefore not placed in any
government schools (Mugaba, V 2006). This problem arises due to failure of the
pupils to cope up with the education standard and as a result many pupils
poor performance in final examination primary living examination (KCPE),
hence leaving pupil's "half baked" for the post primary education (August
2004).
Lack of qualified teachers The increase in pupil's number has resulted to more need of teachers.
Government has done some work in this regard and a number of teachers have
been trained and upgraded. However, the teacher pupil's ratios are still poor for
example in 1996 the ratio was 1:37:67 and by 1999. This had declined to
1:63:63. Also, the number of untrained teachers is still high for example m
1986 only 52% of the teachers had been trained but by 2003 this had risen
tremendously to 75%. In effect, 25% of the primary school teaching force is still
untrained. This coupled with poor teacher - pupil ratio or family creates
pressure on the school system. Time is the very reason why the ministry of
education and sports has acknowledged the role and place of distance
education in meeting this gap (Mkenya V 2005).
13
Inadequate funds
The government evidenced that FPE policy was not affordable and this forced
the President to quickly modify to limit the number of children entitled to free
education per family. The amount the government could afford per child was
also too small to provide quality education. There were high drop out rates. The
desirability of the policy was already in question. The multi publicity of fee
paying private schools and the rapid growth or enrollment in them was a
testimony that people were gradually losing faith in the public FPE schools
(Ssekamwa J. C 2001). This has limited the running of the FPE schools because
the general environment does not favor effective learning of the pupils in
schools and in the implementation of FPE policies in Kenya especially in rural
Kenya.
Lack of equipment
FPE schools in Kenya are under stocked and poor stocked in terms of libraries,
computers and desks used in primary schools. The government can somehow
be a credited for the increase in the member of schools. However, these schools
are poorly equipped with almost no libraries few seats compared to the number
of pupils in schools. The pupils have more, (Aguti 2002) the libraries are under
stocked with poor reading environment if one exists in a given school. The
pupils have no resource centers that can help them up with education and this
has equally country to poor education set up in primary education. This
affected the quality of education especially in rural Kenya (Ssekamwa 2001).
High attrition rate
Free Primary Education rs still faced by high attrition rate resulting from
retirement and high mortality rates also cited in part to HIV infections. The
challenges across Kenya can be broadly categorized into those associated with
preparing teachers and those associated with sustaining the number of
teachers already in the work force (Kenyatta University 2006). There is a lot of
14
inconsistency in the teaching and pupils' attendance by the teachers as many
of their entire and loose of their lives to HIV related diseases. This point can't
be undermined because the government looses a lot of funds in training these
teachers and on top of that, there is no strong interaction between pupils and
teachers as the teachers will be changed in FPE schools.
High Defilement Rate
Free Primary Education is being faced and hindered by high rate of defilement
in FPE schools. Because of such a reason, the parents have lost trust in FPE as
many of them don't want to take their daughters to school in fear of defilement.
In provinces, Central province, Western province and Cost province, Rift Valley,
for example, such cases of defilement have been reported by the police in
regular basis among FPE schools. This limits the implementation of FPE
policies since the beneficiaries will be discouraged to join the system simply
because of fear of being abused sexually (Makau 2001). Over 5% of the FPE
pupils are being abused every year in different district of Kenya (Norah Jessica,
July 2002).
15
3.0 Introduction
CHAPTER THREE
METHODOLOGY
This chapter included the methodology of the study. It entails research design
geographical area and population, sampling design, data collection methods
and instruments, data analysis and processing limitations of the study.
3.1 Research design The research intends to use description and analytical research design. These
are selected because they are the effective ways of research presentation. It will
be survey based on quantitative and qualitative data analysis.
3.2 Area and population of the study The study was conducted in Kapkugerwet sub location, Kericho district in the
Republic of Kenya. The most spoken languages are Kiswahili and English. The
respondents consisted of local population especially the adults, opinion
leaders. The area has been basically chosen because the researcher is familiar
with the area. Kiswahili and English were used for communication within the
area chosen.
3.3 Sample procedure The principle researcher intends to use purposive sampling techniques since it
ensures that the only predetermined and chosen respondents are approached,
hence getting relevant and correct information. However through this sampling
techniques has been chosen, it has a weakness that inadequate information
can some times be given because the selected respondents may be less
informed on the topic of research.
16
3.4 Methods of data collection
3.4.1 Instruments Questionnaires
Self administered questionnaire was used to collect data from respondents and
the key information. Self administered questionnaire was used because
majority of the respondents are illiterate structured questionnaires that was
used to collect data from key informants who are educated. The researcher also
gave room for probing during interviews to clarify on understanding.
Observation
The researchers observed what is occurring in real life situation in the field and
also take records. The researcher observed that activities of the subjects
following the observation techniques like structures observation.
Interview
Oral interview was carried out with the local population who are the
stakeholders of FPE. The researcher asked questions and at the sometime fill
in the answers.
3.4.2 Sources of data
Mainly two sources were used to get data on the progress of FPE on the
development of Kapkugerwet sub location, Kericho district.
Primary sources
The data was obtained by using the questionnaires, interview and direct
observation by the researcher.
Secondary sources
This gave the general information on the impact of FPE and the information
was got from text books, magazines and journal.
17
3.5 Data Processing The exercise was done by researcher making data ready for analysis and
responses inform of answers were classified with respect to the impact of FPE
on the development of Kapkugerwet sub location, Kericho district. Data
collected were presented according to the set of research questions in the
study. It was done during and after data collection.
3.6 Data Analysis Qualitative data were enriched with quotations and literature reviewed
tabulations was used for quantitative data presentation. Recorded information
was edited and corded. This is the basis of the analysis which included the
observation records.
3. 7 Ethical procedure
Before going to the field, I begun with getting authorization letter from the
Dean of Social Sciences then I took it to the respondents and this enabled me
(the researcher) attain adequate information from the respondents. During the
process of data collection, confirmation were given to the respondents in that
the researcher assured the respondents that the reason for the research was
for only academic purpose and that no information would be given out outside.
3.8 Limitations of the study
The study was hindered by the following factors;
Refusal of the respondents to effectively respond to the questions was one of
the most notable problems that the researcher had to face while conducting the
research.
Financial constraints were also seen as another factor that had to limit the
study. Transport costs were so high to be met by the researcher and this fully
contributed to the delay of the research because it was hard for the researcher
to continue with the tight budget.
18
Rudeness and hostility among some respondents were also seen as other
limitations of the study in the sense that the researcher found that there were
rude and hostile respondents who in the long run turned down the request of
the researcher to answer the questions.
Shyness of the respondents was sensed as another limitation of the study.
The researcher was affected by the prevailing weather conditions for example
the rain. It is true that the research was conducted during rainy season and it
became so hard for the researcher to find the respondents since they were in
doors.
However, these problems were overcome by the researcher in the following
ways;
Strict adherence to the tight budget was the solution to the problem of lack of
finance.
Humble talk and convincing of respondents was the ways employed by the
researcher to overcome the problem of unwilling and shy respondents to
answer the questions.
19
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.0 Introduction
This study investigated the performance of Free Primary Education in
Kapkugerwet sub location, Kericho district. The following objectives guided the
study;
• To find out the performance of free primary education in Kapkugerwet sub
location
• To find out the economic and social benefit of Free Primary Education
• To make policy recommendations for the promotion of Free Primary
Education.
In this chapter data was collected usmg both quantitative and qualitative
methods, which was then analyzed and processed to make it useful and
understandable. Data was collected, tabulated and then analyzed.
4.1 Demographic Characteristics of respondents
4.1.1 Age
Respondents were asked questions related to their age and the results are
shown in the table below:
Table 1: Age distribution of respondent
Age group Frequency Percentae:e Below 24 4 6.6 25 - 29 16 26.6 30-39 12 20 40-49 22 36.6 50- above 6 10 TOTAL 60 100 Source: Primary data 2009
20
The table shows that 6.6% of the respondents were below 24 years, 26.6% were
between 25-29 years of age, 20% were between 30-39 years of age, 36.6% were
between 40-49 years and 10% were above 50 years of age.
4. 1.2 Marital Status
Another variable which was important in respect to the situation of the people
in the area was marital status. Information regarding marital status of the
respondents was obtained by asking them whether they were married, single,
widowed or widowers.
Table 2: Marital status
Marital Status Frequency Percentage
Married 30 50
Single 8 13.3
Widow 16 26.6
Widower 6 10
TOTAL 60 100
Source: primary data 2009
Table 2 above shows that 50% of the respondents were married, 13.3% were
single, 26.6% were widows and 10% were widower
4.1.3 Sex of the respondents
Sex was also another factor which was considered during the study. This is
)ecause the researcher was interested in finding out the number of females
md males in the whole of the population, and compares the percentage
om position of the two.
21
1 Tab e 3: s ex o f h t d e respon ents Sex Frequency Percentage
Female 40 60
Male 20 40 ;
/ Total 60 100
Source: primary data 2009
Table 3 above shows the sex of the respondents and it was found that 60% of
the respondents were females and 40% were males.
4.1.4 Educational status
Respondents were asked questions related to their educational status and
their responses are shown in the table below;
Table 4: Educational level of the respondents
Education levels Frequency Percentage
Uneducated 22 36.6
Primary 14 26.6
Secondary 8 13.3
University 4 6.6
Tertiary 6 10
Others 4 6.6
Total 60 100
Source: primary data 2009
Table 4 above shows educational levels of the respondents and it revealed that
36.6% of the respondents were uneducated, 26.6% were of primary level,
13.3% had secondary education, 6.6% received university education, 10% had
tertiary education and 6.6% fell under other levels of education.
22
4.2 The achievements of FPE
The researcher sought to identify the achievements of free primary education.
Here aspects such as accessibility, increased enrollment, increased man power
and education affordability had to be examined.
Table 5: The achievements of FPE
Response Teachers Parents Political Community Total % leaders members
Increased 7 4 2 3 16 26.6 enrolment Reduced 3 2 3 3 11 18.3 illiteracy Funding for 2 2 2 3 9 15 schools More teachers 2 3 1 2 8 13.3 recruited Education 6 4 2 4 16 26.6 affordabilitv Total 20 15 10 15 60 100 Source: pnmary data 2009
4.2.1 Increased enrollment
Enrollment figure after the launching of FPE shot up in the district and this
was remarkable seen in the district. This increase was mainly for two reason,
the backlog of school were now able to do so while more of the children would
have attained the school age but would not have afforded education prior to
FPE were not able to join school. From 1998, there was a tremendous increase
of the pupils in schools of Kapkugerwet sub location especially FPE schools
from form 1 - form 7 both girls and boys. The policy also has a specific focus
on the .education of girls, disabled and the orphans. Many of the people were
registered in schools because of FPE introduction because every parent saw
this as an opportunity which has shoed up in the area and the response was
23
just to seize the opportunity under all means without looking at any negative
outcome but rather concentrating on the positive outcome of the 'blessing'.
4.2.2 Reduced illiteracy
The respondents also noted that FPE has helped to reduce on illiteracy in
Kapkugerwet sub location, Kericho district. It was noted that there was a very
high level of illiteracy in the district and many of the people were uneducated.
This was even cited in the education of the respondents in the sample size
which raveled that a large number of the respondents did not go to school. It
was reported that illiteracy was reduced with over 18.3% in Kapkugerwet sub
location, Kericho district. Many of the people nowadays have access to school
and at least they know how to read and write and also do something for
themselves in terms of businesses because they can put in practice many of
the class work. The respondents therefore noted that illiteracy has now been
replaced with literacy among many of the people in Kapkugerwet sub location
since the beginning of FPE in the district in 1998.
4.2.3 More Teachers recruited
Increase in the number of teacher was also cited as another benefit and
achievement of FPE in Kapkugerwet sub location, Kericho district with 13.3%.
An increase in the number of children in school invariably implies an increase
in the need for teacher. To deal with this and as part of the wider reform under
the primary education teacher development, there have been deliberate efforts
to restructure primary education and to increase the number of teacher's
trained/retained/upgraded. As a result, the number of teachers has grown; the
number is still too low compared to the massive number of children in schools
now. Many teachers got employed and this had to reduce on the number of
teachers in the streets of Kericho district roaming for employment.
24
4.2.4 Education affordability
Education affordability was yet another remarkable achievement of FPE in
Kenya with 26.6%. The government indicated that the current official tuition
fee fall far short of the actual cost of education in schools. Consequently
government's assumption of responsibility for such fees would not make
impact on the parent's real financial burden in the cost sharing process.
That is why government has computed a realistic consolidated school fees
package to embrace all the essential education expenses. The intension of the
government is that free primary education should systematically and gradually
end towards, and ensure the achievement of full and genuine Free Primary
Education (FPE). Therefore, free education by the abolition of tuition fees, by
children of the relevant age. Government therefore decides on a strategy that is
manageable and likely to be carried through the full circle once it is started,
and this was surely evidenced in 1998 when the whole system began
successfully.
4.3 Challenges of FPE
The increase in number of children accessing primary education may or may
have some implication which can be either negative or positive. These could
consequently affect the quality and accessibility.
25
Table 6: Dilemmas of FPE in Kapkugerwet sub location, Kericho district
Response Teachers Parents Political Community Total % leaders members
Congestion 6 2 2 3 13 21.6 in class Poor teacher- 3 2 1 2 8 13.3 pupil ratio Decline in 1 2 1 2 6 10 education auality Poor teacher 3 2 0 2 7 11.6 salaries Decline in 2 2 2 1 7 11.6 performance No learning 3 1 1 1 6 10 eauipment Abuse of 2 4 3 4 13 21.6 pupils Total 20 15 10 15 60 100
Source: primary data 2009
4.3.1 Congestion
It was reported by respondents that massive increase 1n pupil's number
immediately created a problem of classroom space, and this has been ranked
21.6% of the total percentage of respondents. Although the ministry has
embarked on a drive to build more schools and provide institutional materials,
this is still far inadequate as the ministry acknowledges "the increase in the
number of schools has kept pace with the increase in the number of students".
There are high numbers of pupils in primary school because of classrooms
since the number of students who enrolled for FPE. In many areas of Kenya,
there are still those pupils who sit under trees to access education especially in
the rural areas of Kapkugerwet sub location, Kericho district in Kenya.
26
4.3.2 Decline in education quality
Decline in the quality of education was also reported by the respondents as one
of the dilemmas of FPE in Kapkugerwet sub location, Kericho district in Kenya
with the percentage of 10%. This was one area that is of concern to many in
the country. Their fear is that perhaps the massive number in schools without
commensurate expans10n m facilities, teachers and teaching/learning
materials may have compromised the quality of education. Although no
thorough studies have been carried out, the ministry of education and sports
itself voices this concern when in its report say, "the quality of teaching has
probably been affected by the adverse pupil - teacher ratio after the
introduction of FPE, this kind of system has greatly lowered the quality of
education because the teachers attendance to pupils is minimal and still
needed to deal with the kind of situation m the quality of education in
Kapkugerwet sub location, Kericho district in Kenya.
4.3.3 Poor teacher-pupil-ratio
It was also noted with concern that there is poor teacher-pupil-ratio in many of
the FPE schools in Kapkugerwet sub location, Kericho district in Kenya, with
11.6%. Many of the pupils are not attended to because of the vast size of the
class which later limits the concentration of the pupils in classes, simply
because of many pupils in a class. It was noted by the researcher and the
respondents that there are even classes that accommodate 80 pupils and above
yet they are not supposed to be more than 40 in a class. Given this kind of
situation, many of the pupils just attend school and they are not attended to by
the teachers and to make matters worse still, there are no equipments as such
that can be used in teaching time. This makes many pupils not to hear many of
the words from the teacher and this affects their concentration.
27
4.3.4 Poor teacher salaries
Respondents also noted that before the introduction of FPE, most schools
charged additional fees through the parents' teachers association, with 11.6%
of the total percentage of the respondents. Some of this money was used to
supplement teachers' salaries. This is no longer the practice and so teachers
must rely on the extremely low salaries. This seems to have affected the morale
of the teachers. The fear therefore is that FPE may have indeed comprised the
quality of education in the country and this issue certainly requires further
explanation but is not the focus of this paper. With such situation the teachers
have been greatly demoralized to the extent that they hardly attend to students
effectively and this therefore fails them to attend to other duties which can help
them rise money to supplement on their low salaries instead of teaching or
attending to the pupils.
4.3.5 Decline in performance
There has been remarkable decline m the performance of FPE schools m
Kapkugerwet sub location, Kericho district in Kenya of high population m
primary schools. Due to FPE, it has become hard for pupils to join post
primary education sine there is no attention given to them in teaching but it
seems that they are just passing through the process of education. It was noted
that many of the teachers do not attend to pupils because of the vast number
of the students in class and also little time accorded to the pupils due to poor
payments of the teachers in terms of salaries, with 11.6% of the total
percentage of the respondents. The pupils are the ones who suffer at the end of
every thing because the always the most affected people. With all the factors
given above, coupled with others, pupils' performances always keep on
declining at a very high rate in Kapkugerwet sub location, Kericho district.
28
4.3.6 No learning equipment
Lack of learning equipment was yet another factor given forth by the
respondents as another dilemma of FPE. FPE schools in Kenya are under
stocked and poor stocked in terms of libraries, computers and desks used in
primary schools, with over with over 10% of the total percentage of the
respondents . The government can somehow be a credited for the increase in
the number of schools. However, these schools are poorly equipped with almost
no libraries few seats compared to the number of pupils in schools. The
libraries are under stocked with poor reading environment if one exists m a
given school. The pupils have no resource centers that can help them up with
education and this has equally country to poor education set up in primary
education. This affected the quality of education especially in rural district of
Kericho.
4.3. 7 Abuse of pupils
Pupils abuse was yet another dilemma cited in Free Primary Education schools
in Kapkugerwet sub location, Kericho district. It was noted that FPE is being
faced and hindered by high rate of defilement in FPE schools. Because of such
a reason, the parents have lost trust in FPE as many of them don't want to
take their daughter to school in fear of defilement. Such cases of defilement
have been reported by the police in regular basis among FPE schools. This
limits the implementation of FPE policies smce the beneficiaries will be
discouraged to join the system simply because of fear of being abused sexually.
Over 21.6% of the respondents said that FPE pupils are being abused every
year in different district of Kenya
29
4.4 Solutions to the dilemmas of FPE in Kapkugerwet sub location,
Kericho district
The researcher had to establish long-lasting solutions from the very people who
were expenencmg challenges during the implementation of free primary
education.
Table 7: Solutions to the dilemmas of FPE in Kapkugerwet sub location, Kericho district
Response Teachers Parents Political Community Total % leaders members
Train 2 2 1 3 8 13.3 more teachers Curb 3 4 3 3 13 21.6 abuse Set up 3 3 2 4 12 20 more schools Improve 2 2 1 1 6 10 on quality Reduce 2 2 1 2 7 11.6 on intake Increase 8 2 2 2 14 23.3 teachers' salaries Total 20 15 10 15 60 100
Source: primary data 2009
4.4.1 Training more teachers
Training more teachers has been identified as the solutions to the dilemmas of
Free primary education in Kapkugerwet sub location, Kericho district. The
teachers in the district are few as compared to the number of pupils in each
schools, 13.3% of the respondents shows that there is need for more teachers
since there is an increase of pupil's accessing FPE. According to the ratio of
pupil's per class that requires 50 in each class but the number has tripled and
30
you find that in each class accommodates almost 120 pupils. Hence there 1s
need for more teachers in the district.
4.4.2 Curb abuse
Such abuses like defilement of FPE beneficiaries are identified as the big threat
to pupil's performance in schools with a lot of fear. Such criminal should be
imposed on serious sanctions as by the law established. Teachers who defiles
pupil's in primary schools should lose their job in addition to imprisonment not
less than 7 years in prison to act as an example to other whom intent to do in
futures. Schools in the district which identified with such abuses, don't even
perform well because of poor relationship with their teaches, 21.6% of the
respondent shows that such abuses should be worked on by the law makes as
solutions to the dilemmas of Free primary education in Kapkugerwet sub
location, Kericho district.
4.4.3 Setup more schools
Setting up more primary schools m the district also were identified as the
solutions to the dilemmas of Free primary education in the district to
accommodate the increased number of pupils benefiting from the policy of FPE.
The figure shows that 20% of the respondents were concerned with the few
structures which can not accommodate more than tripled pupil's in each class
because parents used to send three children out of five but now all has to be
sent to school because of free education. The respondents said that if one
primary school had ten class rooms before FPE, at list needs eighteen classes
to accommodate the number which has increased as a result of Free primary
education.
4.4.4 Improve on quality of education
Improve on quality of education is yet another solutions to the dilemmas of
Free primary education in Kapkugerwet sub location, Kericho district. The
31
number of respondents about 10% of the respondents stresses the type of
education that Free Primary Education provides in terms of teaching
methodology that are given to pupils of the generation. It was found out that
pupil's reach primary 7 without knowing how to write his or her name even
speaking English. So the improving education system by providing good
teaching skills to teachers and provide quality education to pupil's that
provides skills to FPE beneficiaries in the district.
4.4.5 Reduce on the intake of Pupils
The number of pupil's per every intake is so big and so it should be reduced to
a required number to manage according to the number of teachers and the
structures available depending on the ration of pupil's per class room. The
findings shows that 11.6% of the respondents stressed the increased number
of pupil's every year because of the entitlement of the human rights of children
access to education but the number should be reduced per every intake by FPE
schools to reduce on the dilemmas of Free primary education.
4.4.6 Increase teachers salaries
Increase teachers salaries has been identified as the on of the solutions to the
dilemmas of Free primary education. Teachers salaries should be increased
according to their level of education for example, those with degree holder
should getting at list to the range of motivating teachers to teach freely from
any stress of bills that come as a result of low payment that may not be enough
of the bills of their families at home such bills include sending their children to
school, rent bills electricity bill and so forth as the figure shows that 23.3% of
the respondents identified increase of teachers salaries as the solutions to the
dilemmas of the Free primary education in Kapkugerwet sub location, Kericho
district
32
CHAPTER FIVE
SUMMARY OF THE MAJOR FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
5.0 Introduction
This chapter was concerned with the summary of the maJor findings,
recommendation and conclusion.
5.1 Summary of the study
The study was conducted in Kapkugerwet sub location, Kericho district m
Kenya. Children, community members, teachers, and political leaders were
involved in the study. A total of 60 (sixty) participants, 15 children, 10 political
leaders, 20 teachers, and 15 community members were involved in the study.
The study used both qualitative and quantitative data collection methods.
The achievements of FPE in Kapkugerwet sub location, Kericho district
included; Increased enrolment, reduced illiteracy, funding for schools, more
teachers recruited, and education affordability. Were the answers given by the
respondents?
The dilemmas of FPE in Kapkugerwet sub location, Kericho district included;
Congestion in class, poor teacher-pupil ratio, decline in education quality, poor
teacher salaries, no learning equipment, abuse of pupils were the identified
dilemmas of FPE in Kapkugerwet sub location, Kericho district.
The solutions to the dilemmas of FPE in Kapkugerwet sub location, Kericho
district included; Training of more teachers, curbing abuse, setting up more
schools, improvement of education quality, reduction of intake, and increment
on teachers' salary
33
Conclusions and recommendations were then made after presenting and
interpreting the data.
5.2 Conclusions
The conclusion was made in line with the various themes of the study and was
based on the findings of the study.
The quality and quantitative benefit of the introduction of FPE in Kenya can
not be to all African countries that have eliminated school fees, because of the
fact that not all countries adopted Kenya's "Big Bang" approach. As well,
amongst countries who adopted a simultaneous approach to the elimination of
fees at all levels of primary schooling, there were differences in the extent to
which governments had prepared for a large student influx beforehand. Still,
there are important implications of these findings for the evaluation of school
fee elimination in other context.
There is increasing evidence from other sources that the quality of education in
Kenya may have declined under FPE. Nakibuuka (2004) reports that 2003
registrations for the Primary School Examination, which should have been
written then by the first FPE cohort, were far below the levels that FPE
enrolment figures would predict. A Poverty Elimination Action Plan revision
paper, written by Kenya Ministry of Education (2003) found that only 33% of
the 1997 FPE cohort had reached Primary 6 by 2002, and only 22% had
reached Primary 7 by 2003. While the DHS Educational Supplement does not
contain a mathematics test, it does contain a reading test. The results of this
test were here used to identify the effects of entering government-aided schools
under FPE on a simple measure of reading ability. It was found that, by this
measure, the reading ability of 28 government-aided school students has
34
decreased substantially because of the elimination of school fees. This decrease
in reading skills appears to be
5.3 Recommendations
The recommendations were made in relation to the findings and conclusions.
The researcher therefore came up with the following recommendations in an
attempt to solve the dilemmas of Free Primary Education in Kapkugerwet sub
location, Kericho district.
Government
The government is here recommended by the researcher to inject more money
in the provision of primary education so that the education can be free as the
name states. This is because the researcher has discovered that there is a lot of
public outcry about the provision of primary education because many of the
children are told to pay in lunch fees, operations fees among other types of
fees.,
NGOs
Non governmental organizations are also recommended to take part in the
provision of education services in Kapkugerwet sub location, Kericho district.
The researcher recommends that NGOs should really take involved m the
provision of education in the district because the current help given by the
government is inadequate and can not be adequate since the demand for
education is high in the district yet the government budget in narrow to handle
all such needs.
Local community
The local community is also called to get involved in the provision of education
in Kapkugerwet sub location, Kericho district. The researcher recommends that
the general community should get involved in the provision of free education in
35
the district instead of leaving the load to the government and government
alone. The government has fixed budget and it needs to be aided by other
bodies and this should be given priority and emphasis by the local community.
International community
The international community is hereby being called upon to help in the provision
of education in Kapkugerwet sub location, Kericho district in Kenya. The
researcher recommends that the international community should get involved in
the provision of free education in the district because their support in seriously
needed in the district so that the government budget can be supplemented and
this would mal~e it easy for the government to run its programs with ease.
General recommendations
Transformation of education
A comprehensive review in a bid to transform education, weed out inefficiencies
and stop wastage is necessary. The 7-4-3 curriculum, where pupils learn over
subjects, should be reduced by half. Meanwhile, the nature and objectives of
primary education should be clearly conceptualized. And in an effort to save
the education from collapse, a comprehensive reform of education- ranging
from policy formulation, curriculum, teachers' education and remuneration to
the management of schools-should be undertaken.
New form of Primary education
A need to experiment with new forms of primary education. Although some
African countries have been trying viable models, parallel or complementary, to
increase access to and reduce internal inefficiency in primary education. Kenya
has done little in this direction. In this connection, Kenya, apart from offering
free schooling to four children per family in 1997, has implemented a
complementary school program. It's Complementary Opportunities for Primary
Education (COPE) program caters for children, aged between 9 and 13 years,
who have been out of the primary school system. Similarly, innovative attempts
36
are evident in Eritrea, Tanzania, Malawi, and Ethiopia. Meanwhile, relying on
the costly and inappropriate traditional linear expansion, Kenya has been
experiencing increased expenditure in education while rates of enrolment and
completion have been declining.
Increment of pupil: teacher ratio
Increment of pupil: teacher ratio to 40: 1. In this way, more pupils, served by
the current number of teachers, will have access to school. An improvement of
teachers' terms and conditions of service should go hand in hand with this
change.
Revise learning system
Incorporation of shift double system into the revised the 7-4-2 system of
education. In this respect, there could be two shifts for primary one to senior
four: while the first shift reports at 8 a.m. and leaves at 12 p.m., the second
shift reports at 2 p.m. and leaves at 5.30 p.m. This arrangement could create
more learning opportunities for pupils and utilize teaching-learning time
efficiently. Experiences from Zambia, Botswana, and Burundi should be
studied in this connection.
Restructure inspectorate body
A need to reformulate and re-structure the Inspectorate in the Ministry of
Education, redefining its role, focus, modalities, and staffing.
Reduction of government expenditure on teachers
Reduction of government expenditure on teachers. While data on the most
efficient and cost effective pupil-teacher ratio is unavailable, the current
number and the level of inefficiency of teachers suggest that it makes economic
sense to have fewer but more efficient teachers. This could be achieved through
an increase of the average pupil: teacher ratio to 40: 1 after an extensive survey
of teachers' work-load. In the end, considering that the high number of pupils
37
who repeat classes or drop out of school and that the pupil-teacher ratio is low,
the education system needs comprehensive transformation-not piece-meal
reforms.
Emphasize efficiency
The transformation should promote the efficiency, quality, and effectiveness of
the entire system of education and involve all the stake-holders in a bid to
shape education for the benefit of the entire nation.
5.4 Areas for further research
The results of this analysis show that looking at gross or net enrolment in
primary education provides a very limited picture of the quantitative effects of
the elimination of school fees. There is a clear need to gather longitudinal data
at the individual level on the educational trajectories of students, and on the
quality of learning outcomes. In order to ascertain the specific effects of the
elimination of school fees on AIDS orphans, data must be collected which
includes specific questions on the timing of parental sickness and death.
Clearly, there is also a need for survey data which permits an examination of
the effects of the elimination of school fees on the resources available at the
school level in Kenya. Especially given the finding that decreases in reading
ability under FPE were concentrated in poorer households, it is relevant to
ascertain whether this is effect might in turn be attributable to children from
poorer households attending more resource-disadvantaged schools.
38
REFERENCES
Aguti Jessica Norah (29th July 2002) FACING UP TO THE CHALLENGES OF A
FREE PRIMARY EDUCATION, (FPE) IN KENYA THROUGH DISTANCE TEACHER
EDUCATION PROGRAMES. A Presentation Department of Distance, Malcerere
University - Kampala
Joseph Welcundah (1993), THE SCHOOL EXTENSION PROGRAM. 1st Edition etc
Kenya Consultancy Publication Nairobi Kenya
Joseph Wekundah (1993), THE SCHOOL EXTENSION PROGRAM. 1st Edition etc
Kenya Consultancy Publication Kampala Kenya
Kenyatta University (2006) MILLENIUM DEVELOPMENT GOALS. 1st edition,
Kenyatta University Publication Nairobi-Kenya
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EDUCATION AND SPORTS, www. education. go. uq
Ministry of Education and Sports (nld) PRIMARY EDUCATION AND TEACHER
DEVELOPMENT PROJECT: Final sFPErvision report, Ministry of Education and
Sports, Kampala
Mugaba U. (20th Feb 2002) No School for 100,000; Minister named in Election
Fraud, Enter Kenya, www.enterlcenya.com
Ministry of Education and Sports (2001 ... a), POLICY STATEMENT FPR 2000 -
2001, Ministry of Education and Sports www.edcucation.qo.ug/policy Statement
2000 - 2001
39
Ministry of Education and Sports (2001 ... b), FREQUENTLY ASKED QUESTIONS,
Ministry of Education and sports, www. education. go. uq
Makau BM (2001) A THREE YEAR PRIMARY TEACHER DEVELOPMENT AND
MANAGEMENT PLAN. A Review, Ministry of Education and Sports, Kampala
Olupot M, (8th April 2002) MUSEVENI EXTENDS FPE FOR EVERY CHILD. The
New Vision, Kampala.
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DEVELOPMENT AND INTEGRATION. Republic of Kenya, Kampala
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SERVING PRIMARY TEACHERS USING DISTANCE EDIUCATION IN KENYA, A
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40
APPENDICES
APPENDIX I: QUESTIONNAIRE
I Zippora Mutindi Muia a student of Kampala International University pursuing
a Bachelor Degree of Education, kindly request you to answer these questions
in utmost faith that would really help me successfully finish my course as a
partial fulfillment of the Award of a Bachelor Degree of Education in early
childhood therefore affirm that this information is purely for the academic
purpose and can also be sued to help the implementers of free primary school
education.
SECTION A
(Instruction: Tick [2] where possible)
1. Sex
(a) Male (b) Female
2. Age bracket
(a) 20 - 25 c::=:J (b) 25 - 30c::=:J
(c) 30-35 c::=:J (d) 35-40
(e) 40- 50 c::=:J (f) 50 - 70
3. Marital status
(a) Married c::=:J (b) Single
(c) Widower c::=:J (d) Widow
41
4. Religion
(a) Catholic (b) Protestant
(c) Muslim (d) other ( specify)
5. Educational Level
(a) None c=J (b) Primary
(c) Secondary c=J (d) Post Secondary
SECTION B
6. Do you have children who access free education?
(a) Yes c=J (b) No
7. Do you pay any money for your children in free education schools?
(a) Yes c=J (b) No
8. Have you ever paid fees at all to your children?
(a) Yes c=J (b) No
(c) If yes or no, how did you feel?
············································································································
············································································································
············································································································
9. Have you ever benefited from free education?
(a) Yes (b) No
42
(c) If yes, state the benefits
·····················································································································
·····················································································································
SECTIONC
10. What do you think are the successes of free education in Kapkugerwet
sub location, Kericho district?
·····················································································································
·····················································································································
11. What do you think are the dilemmas of free education m Kapkugerwet
sub location, Kericho district?
·····················································································································
···················································································································
What do you think the people in your area can do to promote free
education in Kapkugerwet sub location, Kericho district?
·····················································································································
·····················································································································
····················································································································· END
Thank You
43
Kampala International University Institute of Open and Distance Learning
P O Box 20000 Kansanga, Kampala, Uganda 256 41 373 498/ 256 41 373 889 (Ug) 254 20246275 (Ke)
e-mail: [email protected] Tel: 0753142725 :,. " <
Ojfick ef the Director 3RD DECEMBER 2009
TO vVHOM TT MAY CONCERN:
/ Dear Sir/Madam,
RE: 1NTRonucT10N LETTER FoR M-S1MRs/MR z.tPPoQAJ➔ Mlff1Nh.1. Mu IA
·:· ·· .. · · REG. # .. .8~.Lu.s~'7 /71 I hF The above named is our student in the Institute of Open and Distance Learning (I ODl), pursuing a Diploma/Bachelors degree in Education.
Hi/she wishes to carry out a research in your Organization on:
-=ID.. Ass~ :JH-~ lliuG'i OF ~ PQIM/t&;f ~Clff 10N
_Atth PUPtt.£ Ae.Ml?YtlG P~v&' A c,~ .
.S:,-.tJ1't OF :KAi?1<u fuG:;~g -5LJB-b0c.M]ON .
. Tht: research is a requirement for the Award of a Diploma/Bachelors degree in Education.
<-.
ETl-ttOPIA